Incidence of the flipped classroom in the physical education students' academic performance in university contexts

This research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are signific...

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Autores: Hinojo-Lucena, Francisco Javier, Mingorance Estrada, Ángel|||0000-0003-4478-3011, Trujillo Torres, Juan Manuel|||0000-0002-2761-3523, Aznar Díaz, Inmaculada|||0000-0002-0018-1150, Cáceres Reche, María Pilar|||0000-0002-6323-8054
Formato: artículo
Fecha de publicación:2018
País:España
Recursos:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:237631
Acesso em linha:https://ddd.uab.cat/record/237631
https://dx.doi.org/urn:doi:10.3390/su10051334
Access Level:acceso abierto
Palavra-chave:Flipped classroom
Methodological change
ICT
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spelling Incidence of the flipped classroom in the physical education students' academic performance in university contextsHinojo-Lucena, Francisco JavierMingorance Estrada, Ángel|||0000-0003-4478-3011Trujillo Torres, Juan Manuel|||0000-0002-2761-3523Aznar Díaz, Inmaculada|||0000-0002-0018-1150Cáceres Reche, María Pilar|||0000-0002-6323-8054Flipped classroomMethodological changeICTThis research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students' achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences. 22018-01-0120182018-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/237631https://dx.doi.org/urn:doi:10.3390/su10051334reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2376312026-06-06T12:50:31Z
dc.title.none.fl_str_mv Incidence of the flipped classroom in the physical education students' academic performance in university contexts
title Incidence of the flipped classroom in the physical education students' academic performance in university contexts
spellingShingle Incidence of the flipped classroom in the physical education students' academic performance in university contexts
Hinojo-Lucena, Francisco Javier
Flipped classroom
Methodological change
ICT
title_short Incidence of the flipped classroom in the physical education students' academic performance in university contexts
title_full Incidence of the flipped classroom in the physical education students' academic performance in university contexts
title_fullStr Incidence of the flipped classroom in the physical education students' academic performance in university contexts
title_full_unstemmed Incidence of the flipped classroom in the physical education students' academic performance in university contexts
title_sort Incidence of the flipped classroom in the physical education students' academic performance in university contexts
dc.creator.none.fl_str_mv Hinojo-Lucena, Francisco Javier
Mingorance Estrada, Ángel|||0000-0003-4478-3011
Trujillo Torres, Juan Manuel|||0000-0002-2761-3523
Aznar Díaz, Inmaculada|||0000-0002-0018-1150
Cáceres Reche, María Pilar|||0000-0002-6323-8054
author Hinojo-Lucena, Francisco Javier
author_facet Hinojo-Lucena, Francisco Javier
Mingorance Estrada, Ángel|||0000-0003-4478-3011
Trujillo Torres, Juan Manuel|||0000-0002-2761-3523
Aznar Díaz, Inmaculada|||0000-0002-0018-1150
Cáceres Reche, María Pilar|||0000-0002-6323-8054
author_role author
author2 Mingorance Estrada, Ángel|||0000-0003-4478-3011
Trujillo Torres, Juan Manuel|||0000-0002-2761-3523
Aznar Díaz, Inmaculada|||0000-0002-0018-1150
Cáceres Reche, María Pilar|||0000-0002-6323-8054
author2_role author
author
author
author
dc.subject.none.fl_str_mv Flipped classroom
Methodological change
ICT
topic Flipped classroom
Methodological change
ICT
description This research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students' achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.
publishDate 2018
dc.date.none.fl_str_mv 2
2018-01-01
2018
2018-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/237631
https://dx.doi.org/urn:doi:10.3390/su10051334
url https://ddd.uab.cat/record/237631
https://dx.doi.org/urn:doi:10.3390/su10051334
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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